Factors affecting listening in l2 learning conference Paper
Download 236.28 Kb. Pdf ko'rish
|
2 5384060093325118175
4. Sociopsychological
Age of L2 learning (young people) Vandergrift&Baker [3], Archilla-Suerte et al. [40] Anxiety Braunfaut&Revesz [24], Elkhafaifi [41]
L2 learning motivation Vandergrift [42], Liu [43]
Sociolinguistic information, schemata Call [44], Faerch&Kaper [45], Brown [46], Goh [47] Age of L2 learners (over 30) none
Topic
Chou [48] Number of participants plus background noise Avivi-Reich et al. [49] 6 factors: text, environment, channel of perception, relevance, listener and speaker and the task Chang et al. [39] Number of years learning L2 none
Phonological factors play a significant role in understanding the listening input, especially in L2, since L1 may not have the sounds of L2 and it prevents the listener from deciphering words correctly, hence the meaning is impaired. This is especially stressed in the works by Vandergrift&Baker [3], who came to the conclusion that more work on pronunciation in the classroom needs to be done, Ableeva [4] also states that students very often misunderstand the meaning due to the absence of some sounds in their L1. Gilbert [1] and Celce-Murcia et al. [6] and her further works pay much attention to developing proper pronunciation in L2 learners, based on the theory that if a person pronounces L2 sounds correctly it means that most likely s/he will hear them correctly. Michael Rost [5] describes the importance of phonological features in details, stressing out that incomplete knowledge of those may lead to distortion of perception and understanding the meaning. Another phonological feature that might lead to misunderstanding is the ability to distinguish word boundaries in speech. This factor was mentioned in many works, name just a couple of them: Buck [7], Yeldham [2], Field [9, 50], Richards [10]. The main idea here is that L2 learners should be able to distinguish between phrases like “I like ice-cream” and “I like, I scream” in connected speech. And it is another area that is addressed by researchers, for example, Veselovska [11], who advocates the importance of knowledge of phonological assimilation in understanding native speakers of English. Not the least importance is played by the accent of the speaker, be it foreign or native dialectal. This phonological feature is presented in studies of Romero-Rivas et al. [13, 14] who state that foreign accented speech affects the lexical access, semantic integration and linguistic re-analysis processes, this idea is supported by the research of Van Engen&Peelle [15]. The difficulty of perceiving accented speech is proved by the study of Adank et al. [12], which determined that accented speech is processed by a different part of the brain than processing native speech sounds. This finding is important for understanding the listening input in an academic environment, which was proved by Ockley et al. [16], who analysed over 21,000 test takers’ listening feedback to accented lectures and came to the conclusion that comprehension of accented lectures was diminished. Learners of English, for example, very often complain of high speed of delivery by native speakers, this issue was addressed by, for example, Buck [7], this problem is different from reading, where a reader may go back and forth through the text, in listening in real life a listener cannot “rewind” what was said, however, clarifying strategies may be used. Sentence stress and intonation are mentioned by the researchers as very specific to English (e.g. Buck, [7]:5), they do not seem to be preventing L2 learners from comprehending the spoken input. There are no studies paying attention to these phonological features separately from others to our knowledge.
Download 236.28 Kb. Do'stlaringiz bilan baham: |
ma'muriyatiga murojaat qiling